Productive thinking is the cognitive ability to plan, reason logically, analyse, synthesize, evaluate, and make decision to reach at the solution of the problem or we can say that it is the ability by which one can refine their creative work with critical thinking to give strength and value to it. It is a way to solve problems creatively. For this research, a model has been developed called as FIESI (Foundation, Ideation, Evaluation, Stabilization and Implication) for fostering productive thinking. Researchers conducted an experiment to foster productive thinking among VIII standard students with the help of this model as elementary level is delimited to standard VIII. Quasi-experimental pre-test post-test control group design was used. Two Kendriya Vidyalayas (Central Schools) were selected purposively for experiment purpose. One section of standard VIII from each school was selected as the sample for the experiment and control groups. Students of both the classes were made equivalent on the basis of a science achievement test. The equivalent groups consist of 26 students each. Researchers taught Science to the experimental group for one academic year (2019-2020) using FIESI model and the control group was taught by their regular teachers. Researchers developed and validated a productive thinking test for data collection. Data were analysed using chi-square. The finding revealed that FIESI model was found significant in fostering productive thinking among standard VIII students.

The study was executed to investigate the effects of teaching via WebQuest Based Instruction on students’ critical thinking in comparison to teaching through traditional mode of instruction. Murthy Critical Thinking Scale (2014) was used to assess students’ critical thinking. The study was carried out with ninth grade science students who were selected from government schools of Chandigarh and were randomly separated into two groups: the control group who received conventional mode of instruction and experimental group exposed to WebQuest based instruction created by the researcher. Both descriptive as well as inferential statistics (t-test) were employed to analyze the data. The findings of the research illustrated a noteworthy variation in critical thinking between two groups where students of experimental group dominated over control group students, hence demonstrating the substantial positive effect of WebQuest based instruction on student’s critical thinking. In view of the acquired results, the researcher recommended the use of WebQuest based instruction during teaching learning process and also proposed to provide proper training to teachers in how to implement the WebQuest in educational practices.

The use of Information and Communication Technologies (ICT) is increasingly affecting every aspect of our daily lives, including the educational field where new approaches and methodologies are being developed. CLIL is currently one of the most popular educational approaches in Europe as it combines specifically created online course materials with more traditional teaching strategies. The case study introduced in this paper involves a charter school in Castilla-La Mancha called La Merced where CLIL was introduced in 2013. In the academic year 2018-2019, the school was taken over by an international educational network named Red Educativa Arenales, which decided to modernize the school by introducing highly innovative education teaching strategies related to ICT methodology. The initial stage of the modernization plan consists of equipping every classroom with digital devices such as laptops and tablets, as physical textbooks have been substituted by an online learning platform. Most school stakeholders agree that this first year has proved to be highly satisfactory regarding students’ motivation and academic achievement. Drawing on my experience as an English teacher in La Merced since 2011, in this paper I compare the classroom atmosphere and the academic achievements of my students until 2018, when more traditional methods were in use, to last year’s textbook-free pilot program. I will focus on my own grade, namely 3rd level of secondary education class (age 15-16) whose exam results have remarkably improved since the implementation of ICT blending methodology.

CLIL programmes have been implemented in a large number of Spanish schools in the last decades as a means of promoting foreign language proficiency and fostering multilingualism and language diversity in order to meet the new demands of our globalized societies. Although Spain is considered one of the European leaders in CLIL practice and research, it nevertheless faces many challenges caused by teachers´ insufficient training both in the target language and in CLIL methodology. While the language-related shortcomings have been identified to a certain extent and remedied through language immersion courses and language assistant programmes, the content-related and methodological issues are still being largely neglected in spite of the fact that there exists considerable CLIL literature where these issues have been addressed. Renowned CLIL authors such as Do Coyle, David Marsh and Peeter Mehisto stress the importance of high quality teaching as key to the success of the CLIL approach; they claim that good CLIL practice not only broadens conceptual mapping resources by boosting cognitive development and metacognitive skills, but it also encourages active, meaningful, “deep” learning, critical thinking and creative thought with the help of scaffolding techniques that facilitate both language and content learning.
This paper examines the language practices in content classrooms in the bilingual programmes of Castilla la Mancha. With a view to identifying the main difficulties that both teachers and students face. It also explores different ways of approaching these challenges, most of which are bound to be extensive to the Indian context.

This article analyses the main legislation in Spain regarding Bilingual Education in the stage of Primary Education. Firstly, it divides Spanish regions into monolingual and bilingual. Later, it deals with the main legislation enforced in Primary Education, and carefully analyses three main aspects: teachers’ L2 level, teachers’ methodological requirements, and the non-linguistic discipline or disciplines included in bilingual programs together with the subjects’ language or languages of delivery and assessment. The first aspect, L2, is labelled following the different levels of the European Framework of Languages. As for teaching methodology, information has been classified as “not mentioned”, “recommended” or “required”. With regards to subjects, there are four different labels: “compulsory”, “optional”, “not mentioned”, and “not specified”. A high degree of heterogeneity is observed in two of the three areas analyzed. These differences among regions do not seem to be connected with their monolingual or bilingual nature. Finally yet importantly, it should be assumed that India and Spain are not close realities in some aspects. However, the study described above might help researchers, teachers or educational authorities to reflect upon some issues which are derived from CLIL(Content and Language Integrated Learning) methodology implementation in schools.

The evolution in field of science has led to technological advancement in present century and has made the human to think and behave in more scientific way. Inadequate knowledge of science and how it functions may affect the efficient functioning of humans, and thus this demands to have a society where students are exposed to scientific knowledge. Exposure to science from the foundations years in schools is not to develop each child into a scientist but it is necessary to develop scientific attitude in them to find out the truth by experiencing, observing and questioning what captivates their interest and attention.

Hence, the present study focused on learning outcomes in science among elementary school students. The present study focuses on achievement of elementary school students in science and also compares the differences on the basis of the type of school and gender. The population for the study consisted of students from residential, government and private schools of Chandigarh. Sample was randomly selected including 35 students from class VIII from each type of school. The self-developed standardized Science Achievement Test (SAT) was used as an instrument for data collection. Data was analyzed using percentage, t-test and one way ANOVA with SPSS (version 21). The findings of the study revealed that 39 percent of students scored above average, 23 percent scored average and 38 percent scored below average in SAT. Male and female students do not differ on learning outcome in science but on the basis of type of school, students of residential school performed better in SAT as compared to government and private school students. It is recommended that various factors affecting learning outcomes in science should be explored to improve the Achievement in Science.

Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL’s basic principle of integration of the content and languages if accepted in a broader sense as ‘Content connected to regional language and a new language, culture, nature, real-life’ might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support ‘learning for real life’. This paper establishes the need for ‘Multilingualism’ through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author’s teaching experiences.

Child abuse impedes an individual personality and leaves mark on the heart of an individual eventually and affects the growth and development. The children are most vulnerable and can be easily exploits. Child Abuse refers to the action which hurt or harms children in terms physical, emotional, sexual etc. The study was intended to find out the status and perceived attitude towards the child abuse among upper primary school students of Kolhapur city. A descriptive survey was conducted and the data was collected from 221 Upper Primary School students using structured questionnaire of child abuse. The findings of study were parents do not talk about the uncomfortable situations their child might face in absence of them along with and let the child make it know about the uncomfortable situation faced by their child to the responsible adult and the child to deal with such situations at school, movie, by doctor, friend or at a workshop. This is serious concern as parents must make aware about child abuse among their wards and Most of the Boys and Girls don’t know what to do if they will have to face any of the above mentioned situations.

The present study examines the perception of teachers and students of undergraduate colleges towards the implementation of Choice Based Credit System (CBCS) by investigating the significance of difference in the perception of teachers in relation to stream and students in relation to sex, streams and types of colleges. For this purpose near about 60 teachers and 120 students were selected through random sampling from 4 undergraduate colleges of Bargarh district affiliated to Sambalpur University, Odisha. The descriptive survey method was used by the researchers. The data were collected through five point perception scale developed by the researchers for teachers and students separately. For the analysis of the obtained data test was used. The result indicated that arts, science and commerce teachers did not differ significantly in their perception towards implementation of CBCS at undergraduate level. The science students differed significantly from the commerce and arts students in their perception towards the implementation of CBCS at undergraduate level. But arts and commerce students did not differ significantly in their perception. There was no significant difference in the perception of male and female students. The students of Government College differed significantly from the students of private college and government aided colleges in their perception towards the implementation of CBCS at under graduate level.

The adolescents’ occupational aspirations is affected by various factors such as intelligence, emotional stability, growth and development, peer group interest, family background, social and economic life and the cognitive maturity to select a career according to the one’s interest and needs. Adolescents’ career maturity is influenced by the attitude and the competencies of the individual. The study focused on finding out the relation between occupational aspirations and career maturity of the senior secondary school students according to their streams of study. The results of the study indicated no significant correlation between the occupational aspirations and career maturity of the arts stream senior secondary school students and it also shows no significant correlation between the occupational aspirations and career maturity of the science stream students of senior secondary classes.